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1	Preventing Emotional Dysregulation: Acceptability and Preliminary Effectiveness of a DBT Skills Training Program for Adolescents in the Spanish School System
	Xavier Gasol; María Vicenta Navarro-Haro; Isabel Fernández-Felipe; Azucena García-Palacios; Carlos Suso-Ribera; Miquel Gasol-Colomina
	In: International Journal of Environmental Research and Public Health; Volume 19; Issue 1; Pages: 494 (2022)
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2	Preventing Emotional Dysregulation: Acceptability and Preliminary Effectiveness of a DBT Skills Training Program for Adolescents in the Spanish School System
	Gasol, Xavier; Navarro Haro, Maria Vicenta; Fernández-Felipe, Isabel. - : MDPI, 2022
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3	Stimulus Control for Making Math Verbal
	Sun, Yifei. - 2021
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4	Structural over-determination of education reforms and agency ... : Strukturna naddoločitev izobraževalnih reform in delovanje ...
	Gaber, Slavko; Tašner, Veronika. - : University of Ljubljana, 2021
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5	Two for the Price of One! A Study of Persistence of Adult Education Students pursuing a High School Equivalency Credentiial and a Study of the Researcher's Experience Conducting that Study.
	Lynch, Jacqueline
	In: Dissertations (2021)
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6	Textproduktion von schwach schreibenden Jugendlichen. Eine empirische Studie zum Schreibprozess im Kontext des persuasiven Argumentierens
	Lindauer, Nadja. - : Waxmann, 2021. : Münster, 2021. : New York, 2021. : pedocs-Dokumentenserver/DIPF, 2021
	In: Münster ; New York : Waxmann 2021, 306 S. - (Sprachliche Bildung – Studien; 9) (2021)
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7	Structural over-determination of education reforms and agency ; Strukturna naddoločitev izobraževalnih reform in delovanje
	Gaber, Slavko; Tašner, Veronika
	In: CEPS Journal 11 (2021) 2, S. 77-95 (2021)
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8	Creating a supportive classroom environment through effective feedback: effects on students’ school identification and behavioral engagement
	Monteiro, Vera; Carvalho, Carolina; Santos, Natalie Nóbrega. - : Frontiers Media S.A., 2021
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9	A Phenomenological Study of High School Academic Subject Teachers’ Experiences Differentiating for English Language Learners
	Campbell, Valerie Jean
	In: Doctoral Dissertations and Projects (2021)
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10	Vitamin D Status and Its Association with Multiple Intelligence among Arab Adolescents
	Ahmed S. Mohammed Metwally; Sobhy M. Yakout; Malak N. K. Khattak; Ghadah Alkhaldi; Nasser M. Al-Daghri
	In: International Journal of Environmental Research and Public Health; Volume 18; Issue 24; Pages: 13036 (2021)
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11	Kolipsi-1 Corpus v1.0
	Glaznieks, Aivars; Frey, Jennifer-Carmen; Abel, Andrea. - : Institute for Applied Linguistics, Eurac Research, 2021
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12	The opinion of Slovene (mother tongue) teachers on distance learning in primary schools ; Mnenje učiteljev slovenščine (mater inščine) o poučevanju na daljavo v osnovni šoli
	Petek, Tomaz
	In: CEPS Journal 11 (2021) Special Issue, S. 383-406 (2021)
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13	Boys-Specific Text-Comprehension Enhancement With Dual Visual-Auditory Text Presentation Among 12–14 Years-Old Students
	Alvarez-Alonso, Maria Jose; de-la-Peña, Cristina; Ortega, Zaira. - : Frontiers Media, 2021
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14	Leading schooling in Aotearoa New Zealand: Understanding and supporting the weight of culture for Māori teachers
	Torepe, Toni; Macfarlane , Angus; Macfarlane, Sonja. - : Exeley, Inc., 2021
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15	TOWARDS CRITICAL LITERACY IN KOREAN HIGH SCHOOL EFL CLASSROOMS: NARRATIVE INQUIRY INTO TEACHER EMOTIONS AND THE USE OF CRITICAL MATERIALS
	Jung, Hyeyoung. - : University of Hawai'i at Manoa, 2021
	Abstract: This dissertation explores the emotional landscapes of two Korean high school English as a foreign language (EFL) as they begin to incorporate critical literacy practices into their regular high school EFL instruction. Critical literacy focuses on the connection between literacy and power by giving literacy a socio-political dimension (Janks, 2010, 2013). Language teachers are encouraged to help their students achieve a deeper understanding of texts by discussing how power dynamics influence everyday life, engaging in active analysis of the text, and offering strategies for uncovering the underlying messages within texts (Luke, 2012). In the critical classroom, language teachers are no longer the sole source of authority or knowledge, and students take on the role of active agents who co-construct knowledge with their peers and teachers to transform their reality in a way that allows them to read both the ‘word’ and the ‘world’ (Freire & Macedo, 1987). This learning process is indispensable for cultivating mature democratic citizens who have creative and critical minds endowed with the profound empathy to change both their own lives and the world around them. Attempting to use critical literacy materials, however, can pose a number of challenges for teachers in Korean high school EFL classrooms given the country’s test-oriented and top-down educational system. For successful implementation of critical literacy in this context, it is important to develop an understanding of teacher emotions because knowing how teachers feel is essential to understanding their teacher identities and instructional practices (Benesch, 2012; Zembylas, 2013). To investigate teacher emotions, I draw on narrative inquiry framework and triangulate data from longitudinal teacher narratives (collected before, during, and after the implementation of critical materials), audio-recorded classroom interactions (collected over the course of a semester), student surveys, and official school documents. The findings show that the teachers experienced a range of emotions, both positive and negative. While they initially reported having negative emotions such as resistance, uncertainty, lack of confidence, and even bodily discomfort (e.g., ‘sweat on the back’), these negative emotions were changed into positive ones through emotional engagement with critical literacy practices as the teachers co-constructed knowledge with their students. The teachers used critical literacy as a mediation tool to overcome the dissonance between their beliefs and actual teaching practices, which in turn led to the formation of renewed, empowered, and legitimate teacher identities. This study provides teacher narratives and descriptions of classroom-based interactions for use in critical language teacher education, a discussion of pedagogical implications for critical materials development, and recommendations for a paradigm shift towards critical literacy in test-oriented Korean high school EFL classrooms and similar contexts. ; Ph.D.
	Keyword: critical literacy; critical pedagogy; English as a second language; high school EFL; materials; narrative inquiry; Pedagogy; Secondary education; teacher emotions
	URL: http://hdl.handle.net/10125/81667
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16	THE IMPACT OF THE CHANGES IN PROVINCIAL LARGE-SCALE ASSESSMENTS ON TEACHERS’ SUMMATIVE ASSESSMENT PRACTICES IN CANADIAN SECONDARY CLASSROOMS
	Yan, Yan. - 2021
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17	Creem una comunitat a l'aula. Aplicació Android en LSC
	Barea Fernández, Joan. - 2021
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18	Disconnected youth: the journey to educational re-engagement: the alternative education experiences of Black, Indigenous, People of Color (BIPOC) youth
	Brown, LaToya L.
	In: Theses and Dissertations (2021)
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19	Perfect disguises: Building an evidence base for improvisational drama techniques
	Goodnight, Kristina; de Graaff, Rick; van Beuningen, Catherine. - : Department of German, University College Cork, 2021
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20	Ensino médio integrado: implicações nas práticas docentes e nas questões de gestão e financiamento público
	RODRIGUES, Doriedson do Socorro; ARAÚJO, Ronaldo Marcos de Lima; RODRIGUES, Maria Isabel Batista...
	In: https://www.periodicos.ufpa.br/index.php/revistamargens/article/view/5385 (2021)
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